A person with a multiple identity may have different beliefs than others due to being influenced by family members from different countries and ancestries. They take on aspects of various identities relating to where they have lived, their family background, hobbies, and relationships. A multiple identity incorporates several personal identities into a unique combination for each individual.
This document provides guidelines for a debate about the extent to which stereotyping is damaging. It outlines rules for the debate, including only speaking when holding the ball and giving it to the teacher when requested. It also notes participants should make at least one point and listen quietly to others. A scoring rubric is provided to evaluate ideas and arguments from confused to excellent.
The document discusses multiple identities, shared identities, and having a personal multiple identity. It states that with a multiple identity, one may talk differently to different people using accents, slang, or languages. People may also have different values and beliefs depending on their backgrounds. A shared identity could be a national identity where people have the same language but different accents. The document also provides an example of one person's multiple identity and how they have family from different places like Bedford and Jamaica.
Equal opportunities means providing equal opportunities regardless of factors like race, religion, gender, or other attributes. It applies to areas like housing, education, healthcare, and employment. Specifically, it means:
1) Prohibiting housing discrimination based on attributes and ensuring access to public and private housing.
2) Providing education to all children regardless of race or religion.
3) Giving everyone access to healthcare.
4) Allowing all to apply for jobs regardless of age, gender, race, or religion.
However, equal opportunities are not always provided, as some face barriers in these areas due to factors like location, availability, and age/gender discrimination.
The document discusses a BBC news story about the value of mobile phones. It asks students to name phone brands and estimate their costs. Students are asked to identify disadvantages and advantages to users, as well as disadvantages and benefits to other people and society. A class survey on the importance of phones is mentioned. The document also references a role play activity of a salesman and confused shopper. It concludes with asking students to provide three things in a plenary: what they enjoyed, what could have been better, and any questions for next week.
This document provides an analysis of John 6:35-59 and discusses Jesus' invitation to "come and stay" with him. It outlines four commitments Jesus makes: 1) those who come will never hunger or thirst; 2) they will never be rejected; 3) they will never be lost or alone; and 4) they will live with Jesus forever. The document encourages the reader to make a commitment to abide in Christ by unpacking their baggage, curbing wanderlust, spending alone time with Jesus, and moving beyond light conversation to a deeper relationship.
This document summarizes a passage from the book of Hosea about God's profound love for Israel despite their rebellion. It contrasts God's consistent love and care for Israel from the beginning with their habit of ignoring God and worshipping idols. Though Israel is guilty, God is torn by his love for them and decides to show mercy rather than wrath. The passage depicts God unleashing a supernatural roar of anguish over Israel's sins and unresponsiveness in an attempt to call them back to him and frighten away any false lovers, demonstrating how much he truly loves them despite how much it hurts him.
The document discusses charities that help research animals, children, the homeless, disaster relief, and the environment. It instructs students to research these charities, noting what they do, where they operate, and how they help. Students are then asked to individually and collectively select their top five charities. Additional instructions are given for a group activity where students silently mouth a conversation that is voiced over by other students.
A person with a multiple identity may have different beliefs than others due to being influenced by family members from different countries and ancestries. They take on aspects of various identities relating to where they have lived, their family background, hobbies, and relationships. A multiple identity incorporates several personal identities into a unique combination for each individual.
This document provides guidelines for a debate about the extent to which stereotyping is damaging. It outlines rules for the debate, including only speaking when holding the ball and giving it to the teacher when requested. It also notes participants should make at least one point and listen quietly to others. A scoring rubric is provided to evaluate ideas and arguments from confused to excellent.
The document discusses multiple identities, shared identities, and having a personal multiple identity. It states that with a multiple identity, one may talk differently to different people using accents, slang, or languages. People may also have different values and beliefs depending on their backgrounds. A shared identity could be a national identity where people have the same language but different accents. The document also provides an example of one person's multiple identity and how they have family from different places like Bedford and Jamaica.
Equal opportunities means providing equal opportunities regardless of factors like race, religion, gender, or other attributes. It applies to areas like housing, education, healthcare, and employment. Specifically, it means:
1) Prohibiting housing discrimination based on attributes and ensuring access to public and private housing.
2) Providing education to all children regardless of race or religion.
3) Giving everyone access to healthcare.
4) Allowing all to apply for jobs regardless of age, gender, race, or religion.
However, equal opportunities are not always provided, as some face barriers in these areas due to factors like location, availability, and age/gender discrimination.
The document discusses a BBC news story about the value of mobile phones. It asks students to name phone brands and estimate their costs. Students are asked to identify disadvantages and advantages to users, as well as disadvantages and benefits to other people and society. A class survey on the importance of phones is mentioned. The document also references a role play activity of a salesman and confused shopper. It concludes with asking students to provide three things in a plenary: what they enjoyed, what could have been better, and any questions for next week.
This document provides an analysis of John 6:35-59 and discusses Jesus' invitation to "come and stay" with him. It outlines four commitments Jesus makes: 1) those who come will never hunger or thirst; 2) they will never be rejected; 3) they will never be lost or alone; and 4) they will live with Jesus forever. The document encourages the reader to make a commitment to abide in Christ by unpacking their baggage, curbing wanderlust, spending alone time with Jesus, and moving beyond light conversation to a deeper relationship.
This document summarizes a passage from the book of Hosea about God's profound love for Israel despite their rebellion. It contrasts God's consistent love and care for Israel from the beginning with their habit of ignoring God and worshipping idols. Though Israel is guilty, God is torn by his love for them and decides to show mercy rather than wrath. The passage depicts God unleashing a supernatural roar of anguish over Israel's sins and unresponsiveness in an attempt to call them back to him and frighten away any false lovers, demonstrating how much he truly loves them despite how much it hurts him.
The document discusses charities that help research animals, children, the homeless, disaster relief, and the environment. It instructs students to research these charities, noting what they do, where they operate, and how they help. Students are then asked to individually and collectively select their top five charities. Additional instructions are given for a group activity where students silently mouth a conversation that is voiced over by other students.
This document contains a debate evaluation sheet that asks questions about stereotyping. It asks for examples of stereotyping, how stereotyping can damage people, how society encourages stereotyping, and whether stereotyping can ever be stopped. It then has sections for self evaluation and peer evaluation, where the debater rates their own and another student's arguments, and identifies things the other student did well that could improve their own debating skills.
Kareem Howard completed an assessment for Unit 1 of the NCFE Equality and Diversity award. They participated in a discussion about different types of discrimination and completed a task matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored through class activities and discussion, it was not explicitly cited in Kareem's completed work. However, the assessor observed that Kareem adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
This document summarizes a film evaluation and debate on stereotyping:
1) People stereotype based on outward appearances like clothing, labeling others makes them feel better.
2) Stereotyping damages people mentally and can lead to bullying, as seen when young people were blamed for London riots despite most being adults.
3) Stereotyping is encouraged by media, which often portrays black people as criminals or fighting.
The student participated in a discussion about different types of discrimination and completed an activity matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored and covered in the lesson, it was not explicitly cited in the student's completed work. The assessor observed that the student adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
Equal opportunities means that everyone receives fair and equal treatment regardless of individual differences. The document discusses how equal opportunities applies to housing, education, healthcare, employment, gender, and age. Specifically, it states that equal opportunities in housing means both public and private housing options are available to all. In education, it means all students can learn regardless of disabilities. For healthcare, equal opportunities implies universal access to treatment. In employment, it signifies everyone having an equal chance to get a job. The document then examines issues with equal opportunities for gender and age, noting challenges around pregnancy discrimination and age-related assumptions.
People can have multiple identities consisting of different personalities. Individuals also have various local, national, and global identities based on their family backgrounds, places of birth and residence, and participation in communities from the local to international levels. A person's identities may incorporate where they are from locally and through family origins, their nationality, and their shared status as a global citizen through organizations like the United Nations.
The document evaluates a film discussion on stereotyping. 1) Stereotyping occurs when people judge others based on superficial attributes like appearance. Examples given are racism, assumptions about blonde women and people's clothing. 2) Stereotyping damages people mentally and can lead to bullying, as seen when young people were wrongly blamed for London riots. 3) Stereotyping is often based on clothing and behavior. 4) The media encourages stereotyping by sometimes spreading untrue information. 5) While stereotyping may never fully stop, it can be reduced by pushing the media to fact-check and changing attitudes. 6) Educating people to be nicer to each other can improve attitudes.
Kieran Harrhy completed an assessment for their NCFE Equality and Diversity unit on multiple discrimination. They participated in a discussion on different types of discrimination and matched definitions to keywords, giving examples. While multiple discrimination was not explicitly cited in Kieran's work, the assessor observed through class discussion and activities that the concept was covered as they learned about prejudice and discrimination in a broader and more specific way.
The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
The document defines and provides examples of various types of discrimination. It explains direct discrimination as outright targeted discrimination, such as the racist attack that killed Stephen Lawrence. Indirect discrimination is described as unfair treatment that is difficult to prove. Other forms defined include positive discrimination, discrimination arising from disability, discrimination based on protected characteristics, stereotyping, and positive stereotyping.
The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
This document summarizes a film evaluation sheet that discusses stereotyping. [1] It provides two examples of why people stereotype based on appearances: labeling others makes people feel better and judgments are based on outward characteristics like clothing and hair styles. [2] Stereotyping damages people mentally and can lead to bullying, giving the example of young people being blamed for London riots even though most were not involved. [3] The document asks how stereotyping can be improved by not arguing or fighting in the streets.
The document discusses stereotyping and how it can damage people. It provides examples of common stereotypes about appearance and behavior. Stereotyping can lead to bullying and scapegoating of certain groups. While society and media often encourage stereotypes to sell products or ideas, complete elimination of stereotyping may not be possible but attitudes can be improved by promoting openness and treating others as you wish to be treated. Self-evaluation suggests room for improvement in debating skills such as speaking clearly, being confident, and not getting nervous.
The student participated in a discussion about different types of discrimination and successfully matched definitions to keywords for each type. They were also able to provide examples of discrimination. While the concept of multiple discrimination was explored through class activities and discussions, it was not explicitly cited in the student's completed work. However, the assessor observed that the student adequately covered the material relating to multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
This document contains a debate evaluation sheet that asks questions about stereotyping. It asks for examples of stereotyping, how stereotyping can damage people, how society encourages stereotyping, and whether stereotyping can ever be stopped. It then has sections for self evaluation and peer evaluation, where the debater rates their own and another student's arguments, and identifies things the other student did well that could improve their own debating skills.
Kareem Howard completed an assessment for Unit 1 of the NCFE Equality and Diversity award. They participated in a discussion about different types of discrimination and completed a task matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored through class activities and discussion, it was not explicitly cited in Kareem's completed work. However, the assessor observed that Kareem adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
This document summarizes a film evaluation and debate on stereotyping:
1) People stereotype based on outward appearances like clothing, labeling others makes them feel better.
2) Stereotyping damages people mentally and can lead to bullying, as seen when young people were blamed for London riots despite most being adults.
3) Stereotyping is encouraged by media, which often portrays black people as criminals or fighting.
The student participated in a discussion about different types of discrimination and completed an activity matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored and covered in the lesson, it was not explicitly cited in the student's completed work. The assessor observed that the student adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
Equal opportunities means that everyone receives fair and equal treatment regardless of individual differences. The document discusses how equal opportunities applies to housing, education, healthcare, employment, gender, and age. Specifically, it states that equal opportunities in housing means both public and private housing options are available to all. In education, it means all students can learn regardless of disabilities. For healthcare, equal opportunities implies universal access to treatment. In employment, it signifies everyone having an equal chance to get a job. The document then examines issues with equal opportunities for gender and age, noting challenges around pregnancy discrimination and age-related assumptions.
People can have multiple identities consisting of different personalities. Individuals also have various local, national, and global identities based on their family backgrounds, places of birth and residence, and participation in communities from the local to international levels. A person's identities may incorporate where they are from locally and through family origins, their nationality, and their shared status as a global citizen through organizations like the United Nations.
The document evaluates a film discussion on stereotyping. 1) Stereotyping occurs when people judge others based on superficial attributes like appearance. Examples given are racism, assumptions about blonde women and people's clothing. 2) Stereotyping damages people mentally and can lead to bullying, as seen when young people were wrongly blamed for London riots. 3) Stereotyping is often based on clothing and behavior. 4) The media encourages stereotyping by sometimes spreading untrue information. 5) While stereotyping may never fully stop, it can be reduced by pushing the media to fact-check and changing attitudes. 6) Educating people to be nicer to each other can improve attitudes.
Kieran Harrhy completed an assessment for their NCFE Equality and Diversity unit on multiple discrimination. They participated in a discussion on different types of discrimination and matched definitions to keywords, giving examples. While multiple discrimination was not explicitly cited in Kieran's work, the assessor observed through class discussion and activities that the concept was covered as they learned about prejudice and discrimination in a broader and more specific way.
The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
The document defines and provides examples of various types of discrimination. It explains direct discrimination as outright targeted discrimination, such as the racist attack that killed Stephen Lawrence. Indirect discrimination is described as unfair treatment that is difficult to prove. Other forms defined include positive discrimination, discrimination arising from disability, discrimination based on protected characteristics, stereotyping, and positive stereotyping.
The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
This document summarizes a film evaluation sheet that discusses stereotyping. [1] It provides two examples of why people stereotype based on appearances: labeling others makes people feel better and judgments are based on outward characteristics like clothing and hair styles. [2] Stereotyping damages people mentally and can lead to bullying, giving the example of young people being blamed for London riots even though most were not involved. [3] The document asks how stereotyping can be improved by not arguing or fighting in the streets.
The document discusses stereotyping and how it can damage people. It provides examples of common stereotypes about appearance and behavior. Stereotyping can lead to bullying and scapegoating of certain groups. While society and media often encourage stereotypes to sell products or ideas, complete elimination of stereotyping may not be possible but attitudes can be improved by promoting openness and treating others as you wish to be treated. Self-evaluation suggests room for improvement in debating skills such as speaking clearly, being confident, and not getting nervous.
The student participated in a discussion about different types of discrimination and successfully matched definitions to keywords for each type. They were also able to provide examples of discrimination. While the concept of multiple discrimination was explored through class activities and discussions, it was not explicitly cited in the student's completed work. However, the assessor observed that the student adequately covered the material relating to multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.